Develop a script alongside the storyboard created in the previous lesson. The script will be recorded as voice over in students’ animal documentary in the next lesson.
Outcomes and indicators:
ENGLISH
Learning About Writing
WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes
compares the features of two different texts and talks about how these differences are related to the purpose.
Learning to Write — Producing Texts
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
• writes for a chosen audience
• contributes to joint text-construction activities
SCIENCE
Living Things
living things depend on other living things to survive.
plants and animals live in environments that supply their needs.
Resources/set up:
Interactive Whiteboard or computer with link to TV/screen
Instruct students to form pairs and discuss the following questionss in relation to the Lyre birds documentary:
Whole class discussion How did the animals use the environment to meet their needs (eg, food, habitat)? In what ways did the animals rely on any other living things?
Introduce the concept of a script: a written text that is spoken in a play/film/show. Refer back to David Attenboroughs voice over about the Lyre birds, point out how it uses humour, silence in some parts (no voice over), and an entertaining storyline about the birds ability to mimic sounds.
Compare the difference between the spoken text (script) in the Penguins documentary and the written text you created in your Information Report. How is it different? Does the documentary tell a story? Does it provide factual information? Is it interesting, entertaining?
IWB
YOUTUBE CLIPS
Active involvement.
Call on disruptive students for input to discussion.
body (1)
15
In groups, using your storyboard as a visual guide, highlight the important details from your Information Report that you would like to include in your documentary.
Create a draft script to accompany the images in your storyboard.
All group member will need to provide a voice over. There are many ways that this can work creatively. See stimulus questions...
Model some ways of writing a script, eg. Bob (in a quiet voice): “The platypus is an extremely shy animal, making it one of the most difficult to spot.”
Stimulus Questions
Are there different characters that could each have a unique voice? Could you do an interview? How will you make it clear on your script which person is speaking?
Storyboards
Blank paper for script drafts
Information Reports
Body (2)
15
In your groups read your script out loud, and make any edits to improve it.
Annotate your final script in the lines provided underneath the storyboards.
Rehearse reading out your script, as groups will perform their script and story board in the lesson conclusion.
Is it entertaining? Is there a story? Does it make sense for the audience (who may know much less about the animal than you do now)? Does it include interesting facts?
Storyboards/script
Conclusion
15
•
Each group will perform their script for the whole class, and receive warm/cool feedback.
Feedback must be constructive (useful, and relevant).
OVERHEAD PROJECTOR
STORYBOARDS/SCRIPTS
Evidence of Learning:
Contributions to whole class discussions
Observable (and aural) use of effective teamwork; including talk and listening, decision making, quality and execution of ideas
LESSON 9 Creating a Documentary Script
Date: 7/10/11 Time: 11am Duration: 1 hour Stage: 2
Lesson Context and Focus:
Develop a script alongside the storyboard created in the previous lesson. The script will be recorded as voice over in students’ animal documentary in the next lesson.
Outcomes and indicators:
ENGLISH
Learning About Writing
WS2.13 Discusses how own texts are adjusted to relate to different readers, how they develop the subject matter and how they serve a wide variety of purposes
Learning to Write — Producing Texts
WS2.9 Drafts, revises, proofreads and publishes well-structured texts that are more demanding in terms of topic, audience and written language features.
• writes for a chosen audience
• contributes to joint text-construction activities
SCIENCE
Living Things
Resources/set up:
Interactive Whiteboard or computer with link to TV/screen
David Attenborough – Lyre Birds clip http://www.youtube.com/watch?v=VjE0Kdfos4Y
BBC – Penguins clip http://www.youtube.com/watch?v=9dfWzp7rYR4
Storyboard/script graphic organizer (Appendix 1)
timing
(mins)
student
activity
(Open questions, cues)
RESOURCES
Intro
7
7
Watch video clips as a motivating introduction, and model of documentary scripts:
David Attenborough – Lyre Birds
http://www.youtube.com/watch?v=VjE0Kdfos4Y
BBC - Penguins
http://www.youtube.com/watch?v=9dfWzp7rYR4
Whole class discussion
How did the animals use the environment to meet their needs (eg, food, habitat)?
In what ways did the animals rely on any other living things?
Introduce the concept of a script: a written text that is spoken in a play/film/show. Refer back to David Attenboroughs voice over about the Lyre birds, point out how it uses humour, silence in some parts (no voice over), and an entertaining storyline about the birds ability to mimic sounds.
Compare the difference between the spoken text (script) in the Penguins documentary and the written text you created in your Information Report.
How is it different?
Does the documentary tell a story?
Does it provide factual information?
Is it interesting, entertaining?
YOUTUBE
CLIPS
Call on disruptive students for input to discussion.
body (1)
15
Create a draft script to accompany the images in your storyboard.
All group member will need to provide a voice over. There are many ways that this can work creatively. See stimulus questions...
Bob (in a quiet voice): “The platypus is an extremely shy animal, making it one of the most difficult to spot.”
Stimulus Questions
Are there different characters that could each have a unique voice?Could you do an interview?
How will you make it clear on your script which person is speaking?
Blank paper for script drafts
Information
Reports
Body (2)
15
Annotate your final script in the lines provided underneath the storyboards.
Rehearse reading out your script, as groups will perform their script and story board in the lesson conclusion.
Is there a story?
Does it make sense for the audience (who may know much less about the animal than you do now)?
Does it include interesting facts?
Conclusion
15
Each group will perform their script for the whole class, and receive warm/cool feedback.
PROJECTOR
STORYBOARDS/SCRIPTS
Evidence of Learning:TEACHER EVALUATION
Lesson Strengths:
What worked, and why?
Lesson Weaknesses:
What didn’t work, and why?
Possible Improvements: